Bolonia/Bologna Process & Internationalization Experiences applicable to Turkmenistan TEMPUS-DOIT...

Bolonia/Bologna Process Bolonia/Bologna Process & Internationalization& Internationalization

Experiences applicable to Experiences applicable to TurkmenistanTurkmenistan

TEMPUS-DOITTEMPUS-DOIT

Prof. Dr. D. Miguel Ángel Adame

June 2011 June 2011

Useful LinksUseful Links

The 2010-2012 official The 2010-2012 official site is:site is:

http://www.ehea.info/This website is maintained by the This website is maintained by the

Romanian Bologna Romanian Bologna Secretariat, which supports the Secretariat, which supports the Bologna Process. Bologna Process.

Previous sites:Previous sites:http:www.europa.eu.inthttp:www.europa.eu.inthttp://www.eurireland.ie/programmes/http://www.eurireland.ie/programmes/

bologna-process.128.htmlbologna-process.128.htmlwww.bologna2009benelux.org http://www.ond.vlaanderen.be/hogeronderwijs/bologna/http://www.dfes.gov.uk/bologna/

In the above mentioned site, you can find, for In the above mentioned site, you can find, for instance, National Report of Turkey 2009 instance, National Report of Turkey 2009 last one, or the last one, or the National report submitted National report submitted by Kazakhstan for the admission to the by Kazakhstan for the admission to the EHEA in March 2010. EHEA in March 2010.

The Bologna Process derives its name from the so-called The Bologna Process derives its name from the so-called Bologna Declaration, which was signed on 19 June 1999 by , which was signed on 19 June 1999 by ministers in charge of higher education from 29 European ministers in charge of higher education from 29 European countries. It is an intergovernmental European reform process countries. It is an intergovernmental European reform process aimed at establishing the aimed at establishing the European Higher Education AreaEuropean Higher Education Area (EHEA) by 2010.(EHEA) by 2010.

This European Higher Education Area is envisaged as an open This European Higher Education Area is envisaged as an open space that allows students, graduates, and higher education staff space that allows students, graduates, and higher education staff to benefit from unhampered to benefit from unhampered mobilitymobility and and equitableequitable accessaccess to to high quality higher education.high quality higher education.

The corner stones of such an open space are mutual recognition of The corner stones of such an open space are mutual recognition of degrees and other higher education qualifications, transparency degrees and other higher education qualifications, transparency (readable and comparable degrees organised in a three-cycle (readable and comparable degrees organised in a three-cycle structure) and European cooperation in quality assurance.structure) and European cooperation in quality assurance.

In this context the 1997 In this context the 1997 Lisbon Recognition Convention and pan- and pan-European transparency tools like the European transparency tools like the European Credit Transfer and Accumulation System (ECTS) and (ECTS) and the the Diploma Supplement (DS) play a crucial role. Equally (DS) play a crucial role. Equally important are the important are the overarching qualifications framework for the EHEA and the and the Standards and Guidelines for Quality Assurance in the EHEA. The . The latter will also function as admission criteria for quality assurance latter will also function as admission criteria for quality assurance and accreditation agencies in the and accreditation agencies in the European Register of Quality Assurance Agencies..

The Bologna Process is taken forward through a The Bologna Process is taken forward through a work programme that receives orientations from work programme that receives orientations from biannual ministerial conferences biannual ministerial conferences Prague 2001, , Berlin 2003, , Bergen 2005, , London 2007, , Leuven/Louvain-la-Neuve 2009 , , Budapest/Vienna Budapest/Vienna 20102010. These conferences are prepared by a Bologna . These conferences are prepared by a Bologna Follow-up Group, which is in turn supported by a Follow-up Group, which is in turn supported by a Bologna Secretariat..

The key to success of the Bologna cooperation is the The key to success of the Bologna cooperation is the underlying partnership approach, in both policy-underlying partnership approach, in both policy-making and implementation. Today, the Process making and implementation. Today, the Process unites half a hundred states, all party to the unites half a hundred states, all party to the European Cultural Convention, that cooperate in a , that cooperate in a flexible way, involving also flexible way, involving also international organisations and European and European associations representing higher education associations representing higher education institutions, students, staff and employers.institutions, students, staff and employers.

Budapest/Vienna Budapest/Vienna Declaration, 10-12 Declaration, 10-12

March 2010March 2010 Point #10. We call upon all actors Point #10. We call upon all actors

involved to facilitate an inspiring involved to facilitate an inspiring working and learning environment and working and learning environment and to foster student-centred learning as a to foster student-centred learning as a way of empowering the learner in all way of empowering the learner in all forms of education, providing the best forms of education, providing the best solution for sustainable and flexible solution for sustainable and flexible learning paths. This also requires the learning paths. This also requires the cooperation of teachers and researchers cooperation of teachers and researchers in international networks.in international networks.

International Openness of International Openness of Bolonia ProcessBolonia Process

Source: http://www.ehea.info/article-details.aspx?Source: http://www.ehea.info/article-details.aspx?ArticleId=20ArticleId=20

With the development of the European Higher Education Area (EHEA) a With the development of the European Higher Education Area (EHEA) a growing interest in the Bologna Process and the emerging European growing interest in the Bologna Process and the emerging European Higher Education Area can be witnessed world-wide (see for instance the Higher Education Area can be witnessed world-wide (see for instance the 2007 working group report).2007 working group report).

At the Ministerial conference in May 2007 in London, Ministers adopted the At the Ministerial conference in May 2007 in London, Ministers adopted the strategy "The European Higher Education Area in a Global Setting", strategy "The European Higher Education Area in a Global Setting", encompassing the following priorities:encompassing the following priorities:

* improving information on the European Higher Education Area, * improving information on the European Higher Education Area, * promoting European Higher Education to enhance its world-wide * promoting European Higher Education to enhance its world-wide attractiveness and competitiveness,attractiveness and competitiveness, * intensifying policy dialogue, * intensifying policy dialogue, * strengthening cooperation based on partnership and * strengthening cooperation based on partnership and * furthering the recognition of qualifications. * furthering the recognition of qualifications.

In April 2009, a report on the overall development at the European, In April 2009, a report on the overall development at the European, national and institutional levels was published, including reports on the national and institutional levels was published, including reports on the implementation of the strategyimplementation of the strategy

International Openness of International Openness of Bolonia ProcessBolonia Process

To improve information on the Bologna Process and the European Higher Education To improve information on the Bologna Process and the European Higher Education Area, the 2007-2009 working group prepared an information booklet, which may be Area, the 2007-2009 working group prepared an information booklet, which may be freely used and copied for non-commercial purposes (print version; version for freely used and copied for non-commercial purposes (print version; version for professional printing).professional printing).

Information for international students and researchers interested in studying, Information for international students and researchers interested in studying, working or doing research at a European Higher Education Institution is available for working or doing research at a European Higher Education Institution is available for each country participating in the Bologna Process on the country pages.each country participating in the Bologna Process on the country pages.

In cooperation with other regions of the world the "UNESCO/OECD Guidelines for In cooperation with other regions of the world the "UNESCO/OECD Guidelines for Quality Provision in Cross-Border Education" play an important role. A seminar on Quality Provision in Cross-Border Education" play an important role. A seminar on "Quality Assurance in Transnational Education - from words to action" was organised "Quality Assurance in Transnational Education - from words to action" was organised by ENQA in December 2008.by ENQA in December 2008.

The growing interest in the Bologna Process also beyond Europe is reflected in a The growing interest in the Bologna Process also beyond Europe is reflected in a growing number of reports and initiatives, some of which are listed here:growing number of reports and initiatives, some of which are listed here:

Australia and the broader Asia-Pacific region: Australia and the broader Asia-Pacific region: Brisbane Communiqué initiative of Brisbane Communiqué initiative of the broader Asia-Pacific regionthe broader Asia-Pacific region

International Openness International Openness of Bolonia Processof Bolonia Process

Canada: Canada: Report prepared by the Quality Assurance Report prepared by the Quality Assurance Subcommittee of the Council of Ministers of Education, Subcommittee of the Council of Ministers of Education, Canada (CMEC) (May 2008)Canada (CMEC) (May 2008)Association of Universities and Colleges of Canada: Association of Universities and Colleges of Canada: statement on the Bologna Process (June 2008); statement on the Bologna Process (June 2008); background document (April 2008).background document (April 2008).

New Zealand:New Zealand:New Zealand and the Bologna ProcessNew Zealand and the Bologna Process

United States:United States:The Bologna Process from a U.S. perspective - Institute for The Bologna Process from a U.S. perspective - Institute for Higher Education Policy, WashingtonHigher Education Policy, WashingtonNAFSA Special Focus Network: Bologna ProcessNAFSA Special Focus Network: Bologna Process

A CitationA Citation

"Ministers stress the important role played "Ministers stress the important role played by the European Credit Transfer System by the European Credit Transfer System (ECTS) in facilitating student mobility and (ECTS) in facilitating student mobility and international curriculum development. They international curriculum development. They note that ECTS is increasingly becoming a note that ECTS is increasingly becoming a generalised basis for the national credit generalised basis for the national credit systems. They encourage further progress systems. They encourage further progress with the goal that the ECTS becomes not with the goal that the ECTS becomes not only a transfer but also an accumulation only a transfer but also an accumulation system, to be applied consistently as it system, to be applied consistently as it develops within the emerging European develops within the emerging European Higher Education Area."Higher Education Area."From the Berlin From the Berlin Communiqué of Ministers responsible for Higher Communiqué of Ministers responsible for Higher Education, September 2003 (Bologna Process). Education, September 2003 (Bologna Process).

KazkhstanKazkhstan Submitted his 1st National Report on March 2010, following the Submitted his 1st National Report on March 2010, following the

standard template, to be admmited to the Bolonia Process.standard template, to be admmited to the Bolonia Process. Basic developments:Basic developments: Strategic documents defining priorities of higher and Strategic documents defining priorities of higher and

postgraduate educationpostgraduate education development are:development are:

- The Law of the Republic of Kazakhstan “On Education” of 27 July 2007- The Law of the Republic of Kazakhstan “On Education” of 27 July 2007 The State Program of Educational Development in the Republic of Kazakhstan The State Program of Educational Development in the Republic of Kazakhstan

for 2005-2010 affirmed by the President's decree of 11 October 2004 #1459;for 2005-2010 affirmed by the President's decree of 11 October 2004 #1459; - Strategic Plan of the Development of the Republic of Kazakhstan until the year - Strategic Plan of the Development of the Republic of Kazakhstan until the year

2020;2020; - National plans of basic measures on realization of President's annual message - National plans of basic measures on realization of President's annual message

to the to the people of Kazakhstan;people of Kazakhstan; - Long-term Program of Education Development till the year 2020.- Long-term Program of Education Development till the year 2020.

http://www.edu.gov.kzhttp://www.edu.gov.kz

KazkhstanKazkhstan There have been important changes in the structure and content of There have been important changes in the structure and content of

education in accordanceeducation in accordance

with the law adopted in 2007. with the law adopted in 2007.

Three-Cycle System of higher and postgraduate education (bachelor-master-Three-Cycle System of higher and postgraduate education (bachelor-master-PhD) has been legally affirmed. PhD) has been legally affirmed.

Credit system of education has been introduced. A transfer has been made Credit system of education has been introduced. A transfer has been made from education quality control to creation of a system of quality from education quality control to creation of a system of quality assurance. assurance.

The National Accreditation Center was founded in 2005. The National Accreditation Center was founded in 2005.

Alliance of students of Kazakhstan operates in the country since 2003. This Alliance of students of Kazakhstan operates in the country since 2003. This agency is actively engaged in all processes of local universities. agency is actively engaged in all processes of local universities.

Kazakhstan seeks to develop further student participation, preferably in Kazakhstan seeks to develop further student participation, preferably in cooperation with the European Students’ Union. Some of Kazakhstani cooperation with the European Students’ Union. Some of Kazakhstani HEIs are members of the European University Association.HEIs are members of the European University Association.

TurkmenistanTurkmenistan The Law on Education entered into force in August 2009.The Law on Education entered into force in August 2009.

The Law on Education The Law on Education includes several mandates impacting includes several mandates impacting internationalization internationalization of HEIs:of HEIs:

The organization of internationalization is centralized through The organization of internationalization is centralized through the Cabinet of Ministers of Turkmenistan. In addition, the Cabinet of Ministers of Turkmenistan. In addition, the state the state body for management of body for management of education is responsible for:education is responsible for: Maintenance of international relations, Maintenance of international relations, studying and disseminating best studying and disseminating best

practices; practices; Development of recognition procedures for co-validation of degrees from Development of recognition procedures for co-validation of degrees from

foreign foreign countries;countries;

Latest Developments: May 4-5 Latest Developments: May 4-5 International Scientific and International Scientific and Methodological Conference on the Role of New Technologies in Methodological Conference on the Role of New Technologies in Implementing the Education Reform of President Gurbanguly Implementing the Education Reform of President Gurbanguly Berdimuhamedov and Modern Teaching Methods started its work in Berdimuhamedov and Modern Teaching Methods started its work in TurkmenistanTurkmenistan

TurkmenistanTurkmenistan (source: Tempus National Report, October 2010)(source: Tempus National Report, October 2010)

Pending:Pending: Implementation of a three-cycle structure Implementation of a three-cycle structure

compliant with the Bologna Processcompliant with the Bologna Process Bachelor/Master Cycle structure models most Bachelor/Master Cycle structure models most

commonly implementedcommonly implemented Legislation on ECTSLegislation on ECTS

In process already:In process already: National Quality Assurance SystemNational Quality Assurance System Recognition of foreign qualifications for Recognition of foreign qualifications for

either work or pursue academic studies in TMeither work or pursue academic studies in TM ee

Higher Education System Higher Education System in TMin TM

(source: Tempus National Report, October 2010)(source: Tempus National Report, October 2010)

I) ECTS - European Credit I) ECTS - European Credit Transfer and Accumulation Transfer and Accumulation System: Key Features for System: Key Features for

internationalizationinternationalization

What is a credit system?What is a credit system?

A credit system is a systematic way A credit system is a systematic way of describing an educational of describing an educational programme by attaching credits to programme by attaching credits to its components. The definition of its components. The definition of credits in higher education systems credits in higher education systems may be based on different may be based on different parameters, such as student parameters, such as student workload, learning outcomes and workload, learning outcomes and contact hours.contact hours.

ProcessProcess

The process is twofolded:The process is twofolded: On the one hand, each country has On the one hand, each country has

to adopt legislation to reorganize its to adopt legislation to reorganize its High Education System.High Education System.

On the other hand, each University On the other hand, each University has to prepare a convergence plan has to prepare a convergence plan following the EU guidelines.following the EU guidelines.

University Plan of University Plan of ConvergenceConvergence

Plan of the Plan of the University of Seville University of Seville (http://www.us.es/e(http://www.us.es/eees/convocatorias/plees/convocatorias/planpropio/index.htm)anpropio/index.htm)

Turn to PDF file Turn to PDF file planpropioEEESoctplanpropioEEESoct20052005

Activities in Tempus DoIt Activities in Tempus DoIt to match the needsto match the needs

Tempus DoIt has NOT as an objective Tempus DoIt has NOT as an objective the setting of an University Plan of the setting of an University Plan of Convergence. It is also not the time, Convergence. It is also not the time, still pending national key legislation.still pending national key legislation.

But we are training staff in drafting But we are training staff in drafting Strategic Plan of Internationalization. Strategic Plan of Internationalization. (Barcelona), and preparing Offices of (Barcelona), and preparing Offices of International Relations that are International Relations that are necessary instruments for Bolonia.necessary instruments for Bolonia.

Adoption of Domestic Adoption of Domestic Legislation: Spanish Legislation: Spanish

ExampleExample Real Decreto 1509/2005, de 16 de diciembre, por el que se modifican el Real Real Decreto 1509/2005, de 16 de diciembre, por el que se modifican el Real

Decreto 55/2005, de 21 de enero, por el que se establece la estructura de las Decreto 55/2005, de 21 de enero, por el que se establece la estructura de las enseñanzas universitarias y se regulan los estudios universitarios oficiales enseñanzas universitarias y se regulan los estudios universitarios oficiales de grado y el Real Decreto 56/2005, de 21 de enero, por el que se regulan de grado y el Real Decreto 56/2005, de 21 de enero, por el que se regulan los estudios universitarios oficiales de Posgrado.los estudios universitarios oficiales de Posgrado.

Real Decreto 56/2005, de 21 de enero, por el que se regulan los estudios Real Decreto 56/2005, de 21 de enero, por el que se regulan los estudios universitarios oficiales de Posgrado. universitarios oficiales de Posgrado.

Real Decreto 55/2005, de 21 de enero, por el que se establece la estructura Real Decreto 55/2005, de 21 de enero, por el que se establece la estructura de las enseñanzas universitarias y se regulan los estudios universitarios de las enseñanzas universitarias y se regulan los estudios universitarios oficiales de Grado. oficiales de Grado.

Real Decreto 1125/2003, de 5 de septiembre, por el que se establece el Real Decreto 1125/2003, de 5 de septiembre, por el que se establece el sistema europeo de créditos y el sistema de calificaciones en las titulaciones sistema europeo de créditos y el sistema de calificaciones en las titulaciones universitarias de carácter oficial y validez en todo el territorio nacional. universitarias de carácter oficial y validez en todo el territorio nacional.

Real Decreto 1044/2003, de 1 de agosto, por el que se establece el Real Decreto 1044/2003, de 1 de agosto, por el que se establece el procedimiento para la expedición por las universidades del Suplemento procedimiento para la expedición por las universidades del Suplemento Europeo al Título. Europeo al Título.

(see 2. The Spanish Example.)(see 2. The Spanish Example.)

How Bolonia does foster How Bolonia does foster internationalization?internationalization?

Source http://eunis.dk/papers/p37.pdfSource http://eunis.dk/papers/p37.pdf

The The term ‘internationalisation’ is not new and there are different term ‘internationalisation’ is not new and there are different interpretations of what it means depending on the institution and its interpretations of what it means depending on the institution and its mission. To some it will be primarily focused on international student mission. To some it will be primarily focused on international student recruitment, to others on establishing an international presence overseas. recruitment, to others on establishing an international presence overseas. However, many are developing or revisiting their internationalisation However, many are developing or revisiting their internationalisation strategies with a more holistic approach. As one definition suggests, strategies with a more holistic approach. As one definition suggests, internationalisation is “internationalisation is “the process of integrating an international, the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of intercultural or global dimension into the purpose, functions or delivery of post-secondary education” (Knight, 2003). As such it is an intrinsic set of post-secondary education” (Knight, 2003). As such it is an intrinsic set of values which seeks to:values which seeks to:

internationalise the student experience (both on and off campus);internationalise the student experience (both on and off campus); enhance the employability of students through international experience, enhance the employability of students through international experience,

such as participation in such as participation in mobility programmes;mobility programmes; develop the international dimension of the curriculum;develop the international dimension of the curriculum; increase global competitiveness through international partnerships, increase global competitiveness through international partnerships,

networks, collaboration,networks, collaboration, and;and; raise the attractiveness of HE provision as a world player to a wider raise the attractiveness of HE provision as a world player to a wider

audience.audience.



EM PLOYABILITY AND SKILLSEM PLOYABILITY AND SKILLS

Recent research by Recent research by the CIHE (The Council for Industry and the CIHE (The Council for Industry and Higher Education, 2007) highlights the importance placed by Higher Education, 2007) highlights the importance placed by employers on international skills of graduates, in particular employers on international skills of graduates, in particular time spent abroad for study or work and language time spent abroad for study or work and language competencies. This raises challenges for institutions to offer competencies. This raises challenges for institutions to offer students these experiences through mobility schemes, students these experiences through mobility schemes, international work placements and language provision. international work placements and language provision. Curriculum development within the context of Curriculum development within the context of internationalisation is an important process here.internationalisation is an important process here.

Implementing the Diploma Supplement to improve the Implementing the Diploma Supplement to improve the recognition of qualifications in Europe and overseas as well as recognition of qualifications in Europe and overseas as well as to encourage mobility could help support such strategies.to encourage mobility could help support such strategies.



MOBILITYMOBILITY One of the key objectives of the Bologna Declaration is the One of the key objectives of the Bologna Declaration is the

“promotion of mobility by overcoming obstacles to the effective “promotion of mobility by overcoming obstacles to the effective exercise of free movement” (European Ministers for Education, exercise of free movement” (European Ministers for Education, 1999). At the London Summit in 2007, mobility was designated as a 1999). At the London Summit in 2007, mobility was designated as a key priority for the Bologna Process until key priority for the Bologna Process until 2009.2009.

Many factors affect the Many factors affect the mobility (or lack of) of UK students such as mobility (or lack of) of UK students such as lack of knowledge about mobility schemes, lack of a tradition of lack of knowledge about mobility schemes, lack of a tradition of mobility, social factors, language barriers, lack of mobility, social factors, language barriers, lack of opportunity/support offered by the institution and family/work opportunity/support offered by the institution and family/work commitments. commitments.

The real benefits of mobility have been highlighted in research e.g. The real benefits of mobility have been highlighted in research e.g. personal development, higher levels of achievement, employability personal development, higher levels of achievement, employability and this poses challenges for institutions to fully support the student and this poses challenges for institutions to fully support the student and staff experience in this area.and staff experience in this area.



LIFELONG LEARNINGLIFELONG LEARNING Globalisation increases the importance of lifelong learning in Globalisation increases the importance of lifelong learning in

that skills and knowledge need to be enhanced continually to that skills and knowledge need to be enhanced continually to adapt to new developments. In recent years the idea of learners adapt to new developments. In recent years the idea of learners moving from one educational context to another at different moving from one educational context to another at different times throughout their careers has emergedtimes throughout their careers has emerged

As a key emphasis of lifelong learning is on supporting As a key emphasis of lifelong learning is on supporting transitions to different environments at different stages transitions to different environments at different stages (school/college to work or higher(school/college to work or higher

education, adults returning to education, moving between education, adults returning to education, moving between different education systems).different education systems).



CURRICULUM DESIGNCURRICULUM DESIGN

Curriculum has to be designed taking into account globalization.Curriculum has to be designed taking into account globalization.

Curriculum design is an area where all the various strategic threads Curriculum design is an area where all the various strategic threads mentioned come together for consideration, with provision required to be mentioned come together for consideration, with provision required to be increasingly flexible and fit for purpose to cope with ‘non-traditional’ and increasingly flexible and fit for purpose to cope with ‘non-traditional’ and mobile lifelong learners and needing to address the employability and mobile lifelong learners and needing to address the employability and skills agenda. This has to be done in the context of a highly competitive skills agenda. This has to be done in the context of a highly competitive and increasingly global market and the aim of the institution to market and increasingly global market and the aim of the institution to market provision with a differentiator or ‘unique selling point’ to provision with a differentiator or ‘unique selling point’ to optimise their optimise their ‘market share’.‘market share’.

Further bibliography: The Bologna Process and Internationalization – Further bibliography: The Bologna Process and Internationalization – Consequences for Italian Academic Life Helena Aittola; Ulla Consequences for Italian Academic Life Helena Aittola; Ulla Kiviniemi; Sanna Honkimäki; Reetta Muhonen; Mira Huusko; Jani Ursin Kiviniemi; Sanna Honkimäki; Reetta Muhonen; Mira Huusko; Jani Ursin Higher Education in Europe, 1469-8358, Volume 34, Issue 3 & 4, 2009, Higher Education in Europe, 1469-8358, Volume 34, Issue 3 & 4, 2009, Pages 303 – 312Pages 303 – 312

Critical views on Bolonia Critical views on Bolonia regarding regarding

internationalizationinternationalizationsource: Rolf Von Lüede, Less Rather than More Internationalization? Unintended Effects of the Bologna Process source: Rolf Von Lüede, Less Rather than More Internationalization? Unintended Effects of the Bologna Process

(on line at http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=60416811010)(on line at http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=60416811010)

If one looks at the mobility and the internationalization of German universities one will If one looks at the mobility and the internationalization of German universities one will be confronted with two contradictory findings: The latest statistics show that more and be confronted with two contradictory findings: The latest statistics show that more and more German students are enrolled at foreign universities. In 2006 these were 83,000 more German students are enrolled at foreign universities. In 2006 these were 83,000 students and thus seven percent more than the year before (his, 2008). It must be students and thus seven percent more than the year before (his, 2008). It must be taken into account that these students came predominantly from the “old” diploma taken into account that these students came predominantly from the “old” diploma courses. By means of these figures it can be clarified, however, that students are courses. By means of these figures it can be clarified, however, that students are increasingly taking into account into their planning to study a semester increasingly taking into account into their planning to study a semester abroad. abroad. Also Also the number of foreign students in Germany is rising significantly. Within the 10-year the number of foreign students in Germany is rising significantly. Within the 10-year period from 1996/97 to 2006/2007 it nearly doubled from about 100,000 to about period from 1996/97 to 2006/2007 it nearly doubled from about 100,000 to about 190,000 students. 190,000 students.

For the new Bologna study courses the balance looks quite different though the For the new Bologna study courses the balance looks quite different though the promotion of national and international mobility was one of its main goals in the promotion of national and international mobility was one of its main goals in the Bologna Declaration of 1999 (Bologna Declaration 2000). There is, however, Bologna Declaration of 1999 (Bologna Declaration 2000). There is, however, increasingly evidence that international mobility is dropping for students within the increasingly evidence that international mobility is dropping for students within the new study structures-. Only 3 percent (!) of the ba-university students have been new study structures-. Only 3 percent (!) of the ba-university students have been abroad within the first 6 semesters though 40 percent of all student beginners are abroad within the first 6 semesters though 40 percent of all student beginners are planning to go abroad within their first two study years. In a recent student survey the planning to go abroad within their first two study years. In a recent student survey the authors therefore draw the pessimistic conclusion that the international mobility may authors therefore draw the pessimistic conclusion that the international mobility may still further decline.still further decline.

Critical views on Bolonia Critical views on Bolonia regarding regarding

internationalizationinternationalizationsource: Rolf Von Lüede, Less Rather than More Internationalization? Unintended Effects of the Bologna Process source: Rolf Von Lüede, Less Rather than More Internationalization? Unintended Effects of the Bologna Process

(on line at http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=60416811010)(on line at http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=60416811010)

Reasons for this pesimism,:Reasons for this pesimism,:

The reasons for this lack of mobility in Germany are (taken from own The reasons for this lack of mobility in Germany are (taken from own experiences)experiences)

• • Too strictly designed study courses within the first 6 semesters that Too strictly designed study courses within the first 6 semesters that generate an generate an enormous time pressure.enormous time pressure.

• • Highly specialized study courses which differ from university to Highly specialized study courses which differ from university to university -sometimes combined with a likewise specialized labeling of university -sometimes combined with a likewise specialized labeling of the study course (i.e. ‘European Tourism Management’) thus promising the study course (i.e. ‘European Tourism Management’) thus promising the students specific advantages in the labor market. (The organization the students specific advantages in the labor market. (The organization of the former diploma studies was much more similar between different of the former diploma studies was much more similar between different universities because of discipline orientated national examination rules universities because of discipline orientated national examination rules (rpo)).(rpo)).

• • No match of the German lecture period and semester breaks with the No match of the German lecture period and semester breaks with the Anglo-Anglo-Saxon practice.Saxon practice.

What is ECTS?What is ECTS?

The European Credit Transfer and The European Credit Transfer and Accumulation System is a student-Accumulation System is a student-centred system based on the centred system based on the student student workloadworkload required to achieve the required to achieve the objectives of a programme, objectives of a programme, objectives preferably specified in objectives preferably specified in terms of the terms of the learning outcomeslearning outcomes and and competences to be acquiredcompetences to be acquired

How did ECTS develop?How did ECTS develop?

ECTS was introduced in 1989, within the ECTS was introduced in 1989, within the framework of Erasmus, now part of the Socrates framework of Erasmus, now part of the Socrates programme. ECTS is the only credit system programme. ECTS is the only credit system which has been successfully tested and used which has been successfully tested and used across Europe. ECTS was set up initially for across Europe. ECTS was set up initially for credit transfercredit transfer. The system facilitated the . The system facilitated the recognition of periods of study abroad and thus recognition of periods of study abroad and thus enhanced the quality and volume of student enhanced the quality and volume of student mobility in Europe. Recently ECTS is developing mobility in Europe. Recently ECTS is developing into an into an accumulationaccumulation system to be implemented system to be implemented at institutional, regional, national and European at institutional, regional, national and European level. This is one of the key objectives of the level. This is one of the key objectives of the Bologna Declaration of June 1999.Bologna Declaration of June 1999.

Why introduce ECTS?Why introduce ECTS?

ECTS makes study programmes easy to ECTS makes study programmes easy to read and compare for all students, local read and compare for all students, local and foreign. ECTS facilitates mobility and and foreign. ECTS facilitates mobility and academic recognition. ECTS helps academic recognition. ECTS helps universities to organise and revise their universities to organise and revise their study programmes. ECTS can be used study programmes. ECTS can be used across a variety of programmes and across a variety of programmes and modes of delivery. modes of delivery.

ECTS is based on the principle that 60 ECTS is based on the principle that 60 credits measure the workload of a credits measure the workload of a full-time student during one full-time student during one academic year. The student academic year. The student workload of a full-time study workload of a full-time study programme in Europe amounts in programme in Europe amounts in most cases to around 1500-1800 most cases to around 1500-1800 hours per year and in those cases hours per year and in those cases one credit stands for around 25 to one credit stands for around 25 to 30 working hours.30 working hours.

What are the key features What are the key features of ECTS?of ECTS?

Successful Completion of WorkSuccessful Completion of Work

Credits in ECTS can only be obtained Credits in ECTS can only be obtained after successful completion of the after successful completion of the work required and appropriate work required and appropriate assessment of the learning outcomes assessment of the learning outcomes achieved. Learning outcomes are sets achieved. Learning outcomes are sets of competences, expressing what the of competences, expressing what the student will know, understand or be student will know, understand or be able to do after completion of a able to do after completion of a process of learning, long or short. process of learning, long or short.

WorkloadWorkload

Student workload in ECTS consists of Student workload in ECTS consists of the time required to complete all the time required to complete all planned learning activities such as planned learning activities such as attending lectures, seminars, attending lectures, seminars, independent and private study, independent and private study, preparation of projects and preparation of projects and examinations.examinations.

Credit transfer v. credit Credit transfer v. credit accumulation functionsaccumulation functions

ECTS was originally tested and perfected as a ECTS was originally tested and perfected as a transfer transfer system in order to system in order to make it possible formake it possible forUniversities in different European countries to describe the amount of Universities in different European countries to describe the amount of academic work necessary to complete each of their course units and hence academic work necessary to complete each of their course units and hence to facilitate recognition of students' work performed abroad…. Credits to facilitate recognition of students' work performed abroad…. Credits were allocated, for the purpose of transparency in description, to each were allocated, for the purpose of transparency in description, to each assessed (i.e. marked or graded) activity on the basis of a judgement as to assessed (i.e. marked or graded) activity on the basis of a judgement as to the proportion it represented of the complete year's workload. Hence the proportion it represented of the complete year's workload. Hence credits were allocated on a credits were allocated on a relative relative basis.basis.

In several countries ECTS or analogous national systems are used as In several countries ECTS or analogous national systems are used as official official accumulation accumulation systems. This means that entire courses of study systems. This means that entire courses of study leading to recognised qualifications are described using ECTS credits. The leading to recognised qualifications are described using ECTS credits. The basis for allocation of credits is the official length of the study programme: basis for allocation of credits is the official length of the study programme: for example the total workload necessary to obtain a first cycle degree for example the total workload necessary to obtain a first cycle degree lasting officially three or four years is expressed as 180 or 240 credits. The lasting officially three or four years is expressed as 180 or 240 credits. The single course units which must be taken to obtain the degree each can be single course units which must be taken to obtain the degree each can be described in terms of workload and hence of credits. Credits are only described in terms of workload and hence of credits. Credits are only obtained when the course unit or other activity has been successfully obtained when the course unit or other activity has been successfully completed and assessed (i.e. marked or graded).completed and assessed (i.e. marked or graded).

When ECTS or analogous credit systems become official, credits receive When ECTS or analogous credit systems become official, credits receive absolute absolute and no longer relative value. That is to say, credits are no longer and no longer relative value. That is to say, credits are no longer calculated on an calculated on an ad hoc ad hoc proportional basis, but on the basis of officially proportional basis, but on the basis of officially recognised criteria. We should note that national credit accumulation recognised criteria. We should note that national credit accumulation systems based on ECTS principles allow not only national transfer, systems based on ECTS principles allow not only national transfer, evaluation and recognition of work performed but also international evaluation and recognition of work performed but also international transfer.transfer.

Allocation of creditsAllocation of credits

Credits are allocated to all educational Credits are allocated to all educational components of a study programme (such components of a study programme (such as modules, courses, placements, as modules, courses, placements, dissertation work, etc.) and reflect the dissertation work, etc.) and reflect the quantity of work each component requires quantity of work each component requires to achieve its specific objectives or to achieve its specific objectives or learning outcomes in relation to the total learning outcomes in relation to the total quantity of work necessary to complete a quantity of work necessary to complete a full year of study successfully.full year of study successfully.

Student’s PerformanceStudent’s Performance

The performance of the student is documented by a local/national The performance of the student is documented by a local/national grade. It is good practice to add an ECTS grade, in particular in grade. It is good practice to add an ECTS grade, in particular in case of credit transfer. The ECTS grading scale ranks the case of credit transfer. The ECTS grading scale ranks the students on a statistical basis. Therefore, statistical data on students on a statistical basis. Therefore, statistical data on student performance is a prerequisite for applying the ECTS student performance is a prerequisite for applying the ECTS grading system. Grades are assigned among students with a pass grading system. Grades are assigned among students with a pass grade as follows:grade as follows:A best 10%A best 10%B next 25%B next 25%C next 30%C next 30%D next 25%D next 25%E next 10% E next 10% A distinction is made between the grades FX and F that are used A distinction is made between the grades FX and F that are used for unsuccessful students. FX means: ?fail- some more work for unsuccessful students. FX means: ?fail- some more work required to pass? and F means: ?fail ? considerable further work required to pass? and F means: ?fail ? considerable further work required?. The inclusion of failure rates in the Transcript of required?. The inclusion of failure rates in the Transcript of Records is optional.Records is optional.

What are the key documents of What are the key documents of ECTS?ECTS?

The regular Information Package/Course Catalogue of the institution to be The regular Information Package/Course Catalogue of the institution to be published in the local/national language and in English (or only in English published in the local/national language and in English (or only in English for programmes taught in English) on the Web and/or in hard copy in one for programmes taught in English) on the Web and/or in hard copy in one or more booklets. The Information Package/Course Catalogue must or more booklets. The Information Package/Course Catalogue must contain the items of the checklist including information for host students contain the items of the checklist including information for host students from abroad.from abroad.

The The Learning AgreementLearning Agreement contains the list of courses to be taken with the contains the list of courses to be taken with the ECTS credits which will be awarded for each course. This list must be ECTS credits which will be awarded for each course. This list must be agreed by the student and the responsible academic body of the agreed by the student and the responsible academic body of the institution concerned. In the case of credit transfer, the Learning institution concerned. In the case of credit transfer, the Learning Agreement has to be agreed by the student and the two institutions Agreement has to be agreed by the student and the two institutions concerned before the student?s departure and updated immediately when concerned before the student?s departure and updated immediately when changes occur. changes occur.

The The Transcript of RecordsTranscript of Records documents the performance of a student by documents the performance of a student by showing the list of courses taken, the ECTS credits gained, local or showing the list of courses taken, the ECTS credits gained, local or national credits, if any, local grades and possibly ECTS grades awarded. national credits, if any, local grades and possibly ECTS grades awarded. In the case of credit transfer, the Transcript of Records has to be issued In the case of credit transfer, the Transcript of Records has to be issued by the home institution for outgoing students before departure and by the by the home institution for outgoing students before departure and by the host institution for incoming students at the end of their period of study. host institution for incoming students at the end of their period of study.

Sample of Sample of regular regular Information Information

Package/Course CataloguePackage/Course Catalogue Please, turn to PDF file Please, turn to PDF file

GUIALAIUSDEECTSOLAVIDEGUIALAIUSDEECTSOLAVIDE

Sample of Learning Sample of Learning AgreementAgreement

Please, turn to PDF file Please, turn to PDF file SampleoflearningagreementSampleoflearningagreement

Sample of Transcript of Sample of Transcript of RecordsRecords

Please, turn to PDF file Please, turn to PDF file SampleoftranscriptofrecordsSampleoftranscriptofrecords

Sample of Student Sample of Student Application FormApplication Form

Please, turn to PDF file Please, turn to PDF file SampleofstudentapplicationformSampleofstudentapplicationform

Sample of Proof of Sample of Proof of RecognitionRecognition

Please, turn to PDF file Please, turn to PDF file SampleofproofofrecognitionSampleofproofofrecognition

Checklist for the Checklist for the Information Information

Package/Course CataloguePackage/Course CatalogueInformation on the Institution

• Name and address• Academic calendar

• Academic authorities• General description of the institution (including type and status)

• List of degree programmes offered• Admission/registration procedures

• Main university regulations (notably recognition procedures)• ECTS institutional co-ordinator

Checklist for the Info Checklist for the Info Package/ Degree Package/ Degree

ProgrammesProgrammes General descriptionGeneral description • • Qualification awardedQualification awarded • • Admission requirementsAdmission requirements • • Educational and professional goalsEducational and professional goals • • Access to further studiesAccess to further studies • • Course structure diagram with ECTS credits (60 per year)Course structure diagram with ECTS credits (60 per year) • • Final examinationFinal examination • • Examination and assessment regulationsExamination and assessment regulations • • ECTS departmental co-ordinatorECTS departmental co-ordinator Description of individual course unitsDescription of individual course units • • Course titleCourse title • • Course codeCourse code • • Type of courseType of course • • Level of courseLevel of course • • Year of studyYear of study • • Semester/trimesterSemester/trimester • • Number of ECTS credits allocated (based on the student workload required to achieve the Number of ECTS credits allocated (based on the student workload required to achieve the

objectivesobjectives or learning outcomes)or learning outcomes) • • Name of lecturerName of lecturer • • Objective of the course (preferably expressed in terms of learning outcomes and competences)Objective of the course (preferably expressed in terms of learning outcomes and competences) • • PrerequisitesPrerequisites • • Course contentsCourse contents • • Recommended readingRecommended reading • • Teaching methodsTeaching methods • • Assessment methodsAssessment methods • • Language of instructionLanguage of instruction

Checklist for the Info Checklist for the Info Package/General Info for Package/General Info for

StudentsStudents • • Cost of livingCost of living • • AccommodationAccommodation • • MealsMeals • • Medical facilitiesMedical facilities • • Facilities for special needs studentsFacilities for special needs students • • InsuranceInsurance • • Financial support for studentsFinancial support for students • • Student affairs officeStudent affairs office • • Study facilitiesStudy facilities • • International programmesInternational programmes • • Practical information for mobile studentsPractical information for mobile students • • Language coursesLanguage courses • • InternshipsInternships • • Sports facilitiesSports facilities • • Extra-mural and leisure activitiesExtra-mural and leisure activities • • Student associationsStudent associations

Key Issues in Quality Key Issues in Quality ControlControl

Easy to understand, difficult to describe concept.Easy to understand, difficult to describe concept. Present in all official Declarations:Present in all official Declarations: A) A) The Bologna Declaration of 19 June 1999. Joint declaration of the European The Bologna Declaration of 19 June 1999. Joint declaration of the European

Ministers of education: “Promotion of European co-operation in quality Ministers of education: “Promotion of European co-operation in quality assurance with a view to developing comparable criteria and methodologies” assurance with a view to developing comparable criteria and methodologies”

B) Towards the European Higher Education Area, Communiqué of the meeting B) Towards the European Higher Education Area, Communiqué of the meeting of European Ministers in charge of Higher Education in Prague on May 19th of European Ministers in charge of Higher Education in Prague on May 19th 2001: “Ministers observed that the activities recommended in the Declaration 2001: “Ministers observed that the activities recommended in the Declaration concerning degree structure have been intensely and widely dealt with in most concerning degree structure have been intensely and widely dealt with in most countries. They especially appreciated how the work on quality assurance is countries. They especially appreciated how the work on quality assurance is moving forward. Ministers recognized the need to cooperate to address the moving forward. Ministers recognized the need to cooperate to address the challenges brought about by transnational education. They also recognized the challenges brought about by transnational education. They also recognized the need for a lifelong learning perspective on education.”need for a lifelong learning perspective on education.”Futher Actions Following the Six Objective of the Bologna Process: Futher Actions Following the Six Objective of the Bologna Process: Establishment of a system of credits Ministers emphasized that for greater Establishment of a system of credits Ministers emphasized that for greater flexibility in learning and qualification processes the adoption of common flexibility in learning and qualification processes the adoption of common cornerstones of qualifications, supported by a credit system such as the ECTS cornerstones of qualifications, supported by a credit system such as the ECTS or one that is ECTS-compatible, providing both transferability and accumulation or one that is ECTS-compatible, providing both transferability and accumulation functions, is necessary. Together with mutually recognized quality assurance functions, is necessary. Together with mutually recognized quality assurance systems such arrangements will facilitate students' access to the European systems such arrangements will facilitate students' access to the European labour market and enhance the compatibility, attractiveness and labour market and enhance the compatibility, attractiveness and competitiveness of European higher education. The generalized use of such a competitiveness of European higher education. The generalized use of such a credit system and of the Diploma Supplement will foster progress in this credit system and of the Diploma Supplement will foster progress in this direction.direction.

Official Wording of the Official Wording of the Quality Control Objective in Quality Control Objective in

PraguePrague B)… Prague: “B)… Prague: “Promotion of European cooperation in quality Promotion of European cooperation in quality

assurance Ministers recognized the vital role that quality assurance Ministers recognized the vital role that quality assurance systems play in ensuring high quality standards and in assurance systems play in ensuring high quality standards and in facilitating the comparability of qualifications throughout Europe. facilitating the comparability of qualifications throughout Europe. They also encouraged closer cooperation between recognition and They also encouraged closer cooperation between recognition and quality assurance networks. They emphasized the necessity of quality assurance networks. They emphasized the necessity of close European cooperation and mutual trust in and acceptance of close European cooperation and mutual trust in and acceptance of national quality assurance systems. Further they encouraged national quality assurance systems. Further they encouraged universities and other higher education institutions to disseminate universities and other higher education institutions to disseminate examples of best practice and to design scenarios for mutual examples of best practice and to design scenarios for mutual acceptance of evaluation and accreditation/certification acceptance of evaluation and accreditation/certification mechanisms. Ministers called upon the universities and other mechanisms. Ministers called upon the universities and other higher educations institutions, national agencies and the higher educations institutions, national agencies and the European Network of Quality Assurance in Higher Education European Network of Quality Assurance in Higher Education (ENQA), in cooperation with corresponding bodies from countries (ENQA), in cooperation with corresponding bodies from countries which are not members of ENQA, to collaborate in establishing a which are not members of ENQA, to collaborate in establishing a common framework of reference and to disseminate best common framework of reference and to disseminate best practice.practice.””

C) “Realising the European Higher Education Area” Communiqué C) “Realising the European Higher Education Area” Communiqué of the Conference of Ministers responsible for Higher Education of the Conference of Ministers responsible for Higher Education in Berlin on 19 September 2003: (next slide please)in Berlin on 19 September 2003: (next slide please)

Quality Assurance in Berlin Quality Assurance in Berlin CommuniquéCommuniqué

Quality AssuranceQuality AssuranceThe quality of higher education has proven to be at the heart of the setting up of a European The quality of higher education has proven to be at the heart of the setting up of a European Higher Education Area. Ministers commit themselves to supporting further development of quality Higher Education Area. Ministers commit themselves to supporting further development of quality assurance at institutional, national and European level. They stress the need to develop mutually assurance at institutional, national and European level. They stress the need to develop mutually shared criteria and methodologies on quality assurance.shared criteria and methodologies on quality assurance.They also stress that consistent with the principle of institutional autonomy, the primary They also stress that consistent with the principle of institutional autonomy, the primary responsibility for quality assurance in higher education lies with each institution itself and this responsibility for quality assurance in higher education lies with each institution itself and this provides the basis for real accountability of the academic system within the national quality provides the basis for real accountability of the academic system within the national quality framework.framework.

Therefore, they agree that by 2005 national quality assurance systems should include:Therefore, they agree that by 2005 national quality assurance systems should include:••A definition of the responsibilities of the bodies and institutions involved.A definition of the responsibilities of the bodies and institutions involved.••Evaluation of programmes or institutions, including internal assessment, external review, Evaluation of programmes or institutions, including internal assessment, external review, participation of students and the publication of results.participation of students and the publication of results.••A system of accreditation, certification or comparable procedures.A system of accreditation, certification or comparable procedures.••International participation, co-operation and networking.International participation, co-operation and networking.

At the European level, Ministers call upon ENQA through its members, in co-operation with the At the European level, Ministers call upon ENQA through its members, in co-operation with the EUA (European University Association), EURASHE and ESIB, to develop an agreed set of EUA (European University Association), EURASHE and ESIB, to develop an agreed set of standards, procedures and guidelines on quality assurance, to explore ways of ensuring an standards, procedures and guidelines on quality assurance, to explore ways of ensuring an adequate peer review system for quality assurance and/or accreditation agencies or bodies, and to adequate peer review system for quality assurance and/or accreditation agencies or bodies, and to report back through the Follow-up Group to Ministers in 2005. Due account will be taken of the report back through the Follow-up Group to Ministers in 2005. Due account will be taken of the expertise of other quality assurance associations and networks…expertise of other quality assurance associations and networks…

Stocktaking:Stocktaking:(…)Ministers charge the Follow-up Group with organising a stocktaking process in time for their (…)Ministers charge the Follow-up Group with organising a stocktaking process in time for their summit in 2005 and undertaking to prepare detailed reports on the progress and implementation summit in 2005 and undertaking to prepare detailed reports on the progress and implementation of the intermediate priorities set for the next two years:of the intermediate priorities set for the next two years:••quality assurancequality assurance••two-cycle systemtwo-cycle system••recognition of degrees and periods of studiesrecognition of degrees and periods of studies

Introduction to Eurydice Introduction to Eurydice DatabaseDatabase

Official Database on Education in Official Database on Education in EuropeEurope

Web page is www.eurydice.orgWeb page is www.eurydice.org

A wealth of info on Higher Education A wealth of info on Higher Education in Europe and the Bolonia Processin Europe and the Bolonia Process

Questions to be answered Questions to be answered in Quality Assurance QA-1in Quality Assurance QA-1

BOLOGNA PROCESS STOCKTAKING – CONSOLIDATED LIST OF QUESTIONS: 1. QUALITY ASSURANCEBOLOGNA PROCESS STOCKTAKING – CONSOLIDATED LIST OF QUESTIONS: 1. QUALITY ASSURANCE::

National quality assurance systems should include a definition of the responsibilities of the bodies and institutions involved.National quality assurance systems should include a definition of the responsibilities of the bodies and institutions involved. Data sourceData source 1. Does the country have a national quality assurance system? Is the system based in law?1. Does the country have a national quality assurance system? Is the system based in law? EURYDICEEURYDICE 2. Please specify the responsibilities of the bodies and institutions involved.2. Please specify the responsibilities of the bodies and institutions involved. National reportsNational reports National quality assurance systems should include evaluation of programmes or institutions, including internal assessment, external National quality assurance systems should include evaluation of programmes or institutions, including internal assessment, external

review, participation of students and the publication of results.review, participation of students and the publication of results. 3a. Does the national system include evaluation of 3a. Does the national system include evaluation of programmesprogrammes?? EURYDICEEURYDICE 3b. If so, do evaluations include3b. If so, do evaluations include - internal assessment?- internal assessment? - external review?- external review? - participation of students?- participation of students? - publication of results?- publication of results? - involvement of international peers?- involvement of international peers? EURYDICEEURYDICE 4a. Does the national system include evaluation of 4a. Does the national system include evaluation of institutionsinstitutions?? EURYDICEEURYDICE 4b. If so, do evaluations include 4b. If so, do evaluations include - internal assessment?- internal assessment? - external review?- external review? - participation of students?- participation of students? - publication of results?- publication of results? - involvement of international peers?- involvement of international peers? EURYDICEEURYDICE

Questions to be answered Questions to be answered in QA-2in QA-2

5. At what level(s) do students participate in evaluation processes?5. At what level(s) do students participate in evaluation processes? ESIB surveyESIB survey 6. Is there a national system for following up the evaluations?6. Is there a national system for following up the evaluations? EURYDICEEURYDICE National quality assurance systems should include a system of National quality assurance systems should include a system of

accreditation, certification or comparable procedures.accreditation, certification or comparable procedures. 7. Describe the system of accreditation, certification or comparable 7. Describe the system of accreditation, certification or comparable

procedures, if any.procedures, if any. National reportsNational reports National quality assurance systems should include international National quality assurance systems should include international

participation, co-operation and networking.participation, co-operation and networking. 8. Are international peers included in the governing board(s) of the 8. Are international peers included in the governing board(s) of the

quality assurance agency(ies)?quality assurance agency(ies)? National reportsNational reports 9. What are the main networks of which the national quality assurance 9. What are the main networks of which the national quality assurance

agency(ies) is a member? agency(ies) is a member? Secretariat.Secretariat.

Report: Standards and Report: Standards and Guidelines for QA in EHEAGuidelines for QA in EHEA

Please, turn to PDF file Please, turn to PDF file QualityStandards QualityStandards

Citation on the Diploma Citation on the Diploma SupplementSupplement

“They [Ministers] set the objective that every student graduating as from 2005 should receive the Diploma Supplement automatically and free of charge. It should be issued in a widely spoken European language. They appeal to institutions and employers to make full use of the Diploma Supplement, so as to take advantage of the improved transparency and flexibility of the higher education degree systems, for fostering employability and facilitating academic recognition for further studies.” From the Berlin Communiqué of Ministers responsible for Higher Education, September 2003 (Bologna Process).

What is the Diploma What is the Diploma Supplement (DS)?Supplement (DS)?

The Diploma Supplement is a document The Diploma Supplement is a document attached to a higher education diploma attached to a higher education diploma providing a standardised description of providing a standardised description of the nature, level, context, content and the nature, level, context, content and status of the studies that were status of the studies that were successfully completed by the graduate. successfully completed by the graduate. The Diploma Supplement provides The Diploma Supplement provides transparency and facilitates academic and transparency and facilitates academic and professional recognition of qualifications professional recognition of qualifications (diplomas, degrees, certificates). (diplomas, degrees, certificates).

DefinitionDefinition

The Diploma Supplement (DS) ) is a document attached to a The Diploma Supplement (DS) ) is a document attached to a higher education diploma aiming at improving higher education diploma aiming at improving international ‘transparency’ and at facilitating the international ‘transparency’ and at facilitating the academic and professional recognition of qualifications academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content provide a description of the nature, level, context, content and status of the studies that were successfully completed and status of the studies that were successfully completed by the individual named on the original qualification to by the individual named on the original qualification to which this supplement is appended. It should be free from which this supplement is appended. It should be free from any value-judgements, equivalence statements or any value-judgements, equivalence statements or suggestions about recognition. It is a flexible non-suggestions about recognition. It is a flexible non-prescriptive tool which is designed to save time, money prescriptive tool which is designed to save time, money and workload. and workload. It is capable of adaptation to local needs.It is capable of adaptation to local needs.

What is the Diploma What is the Diploma Supplement and who Supplement and who

created it?created it? The DS is produced by national institutions The DS is produced by national institutions

according to a template that has been developed by according to a template that has been developed by a Joint European Commission - Council of Europe - a Joint European Commission - Council of Europe - UNESCO working party that tested and refined it.UNESCO working party that tested and refined it.

The DS is composed of eight sections (information The DS is composed of eight sections (information identifying the holder of the qualification, identifying the holder of the qualification, information identifying the qualification, information information identifying the qualification, information on the level of the qualification, information on the on the level of the qualification, information on the contents and results gained, information on the contents and results gained, information on the function of the qualification, additional information, function of the qualification, additional information, certification of the Supplement, information on the certification of the Supplement, information on the national higher education system). Information in all national higher education system). Information in all eight sections should be provided. Where eight sections should be provided. Where information is not provided, an explanation should information is not provided, an explanation should give the reason why.give the reason why.

Description of NHESDescription of NHES

A description of the national higher A description of the national higher education system within which the education system within which the individual named on the original individual named on the original qualification graduated has to be attached qualification graduated has to be attached to the DS. This description is provided by to the DS. This description is provided by the National Academic Recognition the National Academic Recognition Information Centres (NARICs) and is Information Centres (NARICs) and is available on the website: www.enic-available on the website: www.enic-naric.netnaric.net

What the DS is not?What the DS is not?

•• It is not a Curriculum Vitae. It is not a Curriculum Vitae. •• It is not a substitute for the It is not a substitute for the

original qualification or a transcript. original qualification or a transcript. •• It is not an automatic system It is not an automatic system

that guarantees recognition. that guarantees recognition.

What does the Diploma What does the Diploma Supplement offer to Supplement offer to

students?students? •• A diploma that is more A diploma that is more

readable and easily comparable abroad. readable and easily comparable abroad. •• A precise description of their A precise description of their

academic career and the competencies academic career and the competencies acquired during the study period. acquired during the study period.

•• Objective description of their Objective description of their achievements and competencies achievements and competencies

•• An easier access to opportunities of An easier access to opportunities of work or further studies abroad work or further studies abroad

•• It fosters their employabilityIt fosters their employability

What does the Diploma What does the Diploma Supplement offer to Supplement offer to

education institutions?education institutions? •• It facilitates academic and professional recognition, It facilitates academic and professional recognition,

thus increasing the transparency of qualifications. thus increasing the transparency of qualifications. •• It protects national/institutional autonomy while It protects national/institutional autonomy while

offering a common frame which is accepted all over offering a common frame which is accepted all over Europe. Europe.

•• It promotes informed judgements about It promotes informed judgements about qualifications that can be understood in another qualifications that can be understood in another educational context. educational context.

•• It raises the visibility of the institution abroad. It raises the visibility of the institution abroad. •• It promotes the employability of their graduates at It promotes the employability of their graduates at

national and international level. national and international level. •• It helps saving time since it provides the answers to It helps saving time since it provides the answers to

a lot of recurrent questions put to administrative services a lot of recurrent questions put to administrative services in institutions about the content and portability of in institutions about the content and portability of diplomas. diplomas.

Why is the Diploma Why is the Diploma Supplement needed?Supplement needed?

New qualifications proliferate worldwide and countries are New qualifications proliferate worldwide and countries are constantly changing their qualification systems and educational constantly changing their qualification systems and educational structures under the impact of rapid economic, political and structures under the impact of rapid economic, political and technological change. An increasing number of mobile citizens technological change. An increasing number of mobile citizens are seeking the fair recognition of their qualifications. The non-are seeking the fair recognition of their qualifications. The non-recognition and poor-evaluation of qualifications is now a global recognition and poor-evaluation of qualifications is now a global problem. Since original credentials alone do not provide sufficient problem. Since original credentials alone do not provide sufficient information, it is very difficult to gauge the level and function of a information, it is very difficult to gauge the level and function of a qualification without detailed appropriate explanation.qualification without detailed appropriate explanation.

The Diploma Supplement is a response to these challenges since:The Diploma Supplement is a response to these challenges since: •• It promotes transparency in higher education. It promotes transparency in higher education. •• It accommodates rapid changes in qualifications. It accommodates rapid changes in qualifications. •• It aids mobility, access and lifelong learning. It aids mobility, access and lifelong learning. •• It promotes fair and informed judgements about It promotes fair and informed judgements about

qualifications.qualifications.

Official Spanish Model of Official Spanish Model of DSDS

Security-Tech requirements:Security-Tech requirements:

Formato A4 (plegado)Formato A4 (plegado) 138 gr/m²138 gr/m² Alta resistencia al envejecimiento y pasta neutra bajo luz U.V.Alta resistencia al envejecimiento y pasta neutra bajo luz U.V. Fibrillas luminiscentes invisibles de color amarillo y azul,visibles bajo luz U.V.Fibrillas luminiscentes invisibles de color amarillo y azul,visibles bajo luz U.V. Acabado en gelatina técnica por ambas caras.Acabado en gelatina técnica por ambas caras. Reactivos químicos contra la modificación fraudulenta de los textos impresos por láser.Reactivos químicos contra la modificación fraudulenta de los textos impresos por láser. Laminado con poliéster de alta resistencia al rasgado y al envejecimiento.Laminado con poliéster de alta resistencia al rasgado y al envejecimiento. Holograma desmetalizado de alta seguridad en anverso.Holograma desmetalizado de alta seguridad en anverso. IMPRESIÓN ANVERSOIMPRESIÓN ANVERSO Emblema del estado español, de la Unión Europea y de la Universidad.Emblema del estado español, de la Unión Europea y de la Universidad. Dos colores visibles en orla.Dos colores visibles en orla. Fondo anticopia y antiborrado.Fondo anticopia y antiborrado. Tintas reactivas a disolventes.Tintas reactivas a disolventes. Amarillo invisible luminiscente.Amarillo invisible luminiscente. Azul invisible luminiscente.Azul invisible luminiscente. Solidez a la luz de 4 a 5 en la “escala de lanas”.Solidez a la luz de 4 a 5 en la “escala de lanas”. IMPRESIÓN REVERSOIMPRESIÓN REVERSO Dos colores sólidos visibles en orla.Dos colores sólidos visibles en orla. Fondo anticopia.Fondo anticopia. Fondo antiborrado.Fondo antiborrado. Tintas reactivas a disolventes.Tintas reactivas a disolventes. Solidez a la luz 4/5 escala de lanas.Solidez a la luz 4/5 escala de lanas.

Sample of DSSample of DS

(Please, turn to PDF file (Please, turn to PDF file Sampleofdiplomasupplement)Sampleofdiplomasupplement)

Spanish Official Model of Spanish Official Model of DSDS

(Please, turn to PDF file (Please, turn to PDF file Spanishofficialdiplomasupplement)Spanishofficialdiplomasupplement)

samples of DSsamples of DS

Please, turn to pdf files:Please, turn to pdf files: --modeloST--modeloST -suplementoeuropeoinstr-suplementoeuropeoinstr

Comments on DS SampleComments on DS Sample

2.3 Name and status of awarding institution 2.3 Name and status of awarding institution (in (in original language)original language)

2.4 Name and status of institution 2.4 Name and status of institution (if different (if different from 2.3) from 2.3) administering studies administering studies (in original (in original language)language)

4.3 Programme details: (e.g. modules or units 4.3 Programme details: (e.g. modules or units studied), and the individual grades /marks studied), and the individual grades /marks /credits obtained/credits obtained

8 INFORMATION ON THE NATIONAL 8 INFORMATION ON THE NATIONAL HIGHER EDUCATION SYSTEM HIGHER EDUCATION SYSTEM (N.B. (N.B. Institutions who intend to issue Diploma Institutions who intend to issue Diploma Supplements should refer to the explanatory Supplements should refer to the explanatory notes that explain how to complete them.)notes that explain how to complete them.)

Comments on DS SampleComments on DS Sample 2.1 Give the full name of the qualification in the original language as it is 2.1 Give the full name of the qualification in the original language as it is

styled in the original qualification e.g. styled in the original qualification e.g. Kandidat nauk, Maîtrise, DiplomKandidat nauk, Maîtrise, Diplom, , etc. If the qualification is a dual award this should be stated. Indicate if etc. If the qualification is a dual award this should be stated. Indicate if the award confers any nationally accepted title on the holder and what the award confers any nationally accepted title on the holder and what this title is e.g. this title is e.g. Doctor, Ingénieur Doctor, Ingénieur etc. Indicate if the title is protected in etc. Indicate if the title is protected in law.law.

2.2 Show only the major field(s) of study (disciplines) that define the main 2.2 Show only the major field(s) of study (disciplines) that define the main subject area(s) for the qualification e.g. subject area(s) for the qualification e.g. Politics and History, Human Politics and History, Human Resource Management, Business Administration, Molecular Biology Resource Management, Business Administration, Molecular Biology etc.etc.

2.3 Indicate the name of the institution awarding the qualification. This is 2.3 Indicate the name of the institution awarding the qualification. This is often, but not always, the same as the institution administering the often, but not always, the same as the institution administering the studies and delivering the programme (see 2.4 below). Qualifications may studies and delivering the programme (see 2.4 below). Qualifications may be delivered by a sub-contracted institution that has been given a be delivered by a sub-contracted institution that has been given a ‘franchise’ or some type of ‘accreditation’ by a senior competent ‘franchise’ or some type of ‘accreditation’ by a senior competent authority. This might be the state, a university or a professional authority. This might be the state, a university or a professional institution. Sometimes the senior authority may be a foreign institution. If institution. Sometimes the senior authority may be a foreign institution. If this is the case it should be indicated here. Also indicate the status of the this is the case it should be indicated here. Also indicate the status of the awarding institution: Private/Independent, Private and State recognised, awarding institution: Private/Independent, Private and State recognised, State, and if applicable who it is accredited by etc. Finally, indicate the State, and if applicable who it is accredited by etc. Finally, indicate the general national educational classification of the awarding institution e.g. general national educational classification of the awarding institution e.g. University, Fachhochschule, Professional Body, Technical College, Grande University, Fachhochschule, Professional Body, Technical College, Grande Ecole Ecole etc. If there is a difference between the awarding institution and the etc. If there is a difference between the awarding institution and the institution delivering the qualification indicate the status of both.institution delivering the qualification indicate the status of both.

Comments on DS SampleComments on DS Sample 2.4 This refers to the institution which is responsible for the 2.4 This refers to the institution which is responsible for the

delivery of the programme. In some cases this can be different delivery of the programme. In some cases this can be different from the institution awarding the qualification (see 2.3 above). from the institution awarding the qualification (see 2.3 above). Also indicate the status of the institution delivering the studies: Also indicate the status of the institution delivering the studies: Private/Independent, Private and State recognised, State, and if Private/Independent, Private and State recognised, State, and if applicable who it is accredited by etc. Finally, indicate the applicable who it is accredited by etc. Finally, indicate the general national educational classification of the administering general national educational classification of the administering institution e.g. institution e.g. College of Higher Education, Private Institute College of Higher Education, Private Institute etcetc

3.1 Give the precise level of qualification and its place in the 3.1 Give the precise level of qualification and its place in the specific national educational structure of awards (explained and specific national educational structure of awards (explained and cross-referenced to the information in section eight). The local cross-referenced to the information in section eight). The local educational framework should be explained, e.g. educational framework should be explained, e.g. University University Undergraduate/Postgraduate, Baccalaureate Undergraduate/Postgraduate, Baccalaureate + x years etc. + x years etc. Include any relevant information on ‘level indicators’ that are Include any relevant information on ‘level indicators’ that are nationally devised and recognised and which relate to the nationally devised and recognised and which relate to the qualification.qualification.

4.1 The mode of study refers to how the programme was 4.1 The mode of study refers to how the programme was undertaken e.g. Full-time, Part-time, Intermittent/Sandwich, undertaken e.g. Full-time, Part-time, Intermittent/Sandwich, Distance, including Placements etc.Distance, including Placements etc.

Comments on DS SampleComments on DS Sample 5 INFORMATION ON THE FUNCTION OF THE 5 INFORMATION ON THE FUNCTION OF THE

QUALIFICATIONQUALIFICATION 5.1 Indicate if within the country of origin, the 5.1 Indicate if within the country of origin, the

qualification normally provides access to further academic qualification normally provides access to further academic and/or professional study, especially leading to any specific and/or professional study, especially leading to any specific qualifications, or levels of study e.g. access to Doctoral qualifications, or levels of study e.g. access to Doctoral studies in Hungary. If this is the case, specify the grades studies in Hungary. If this is the case, specify the grades or standards that have to be obtained to allow progression. or standards that have to be obtained to allow progression. Indicate if the qualification is a terminal (end) award or Indicate if the qualification is a terminal (end) award or part of a hierarchy of awards.part of a hierarchy of awards.

5.2 Give details of any rights to practise, or professional 5.2 Give details of any rights to practise, or professional status accorded to the holders of the qualification. What status accorded to the holders of the qualification. What specific access, if any, does the qualification give in terms specific access, if any, does the qualification give in terms of employment or professional practice and indicate which of employment or professional practice and indicate which competent authority allows this. Indicate if the competent authority allows this. Indicate if the qualification gives access to a ‘regulated profession’.qualification gives access to a ‘regulated profession’.

The Europass (other DS The Europass (other DS asimilated document)asimilated document)

Europass Europass http://europass.cedefop.eu.int/http://europass.cedefop.eu.int/Whether you are planning to enrol in an education Whether you are planning to enrol in an education

or training programme, looking for a job, or or training programme, looking for a job, or getting experience abroad, it is important to be getting experience abroad, it is important to be able to make your skills and competences clearly able to make your skills and competences clearly understood.understood.

Europass is a new way of helping people to: Europass is a new way of helping people to: -make their skills and qualifications clearly and -make their skills and qualifications clearly and

easily understood in Europe (European Union, easily understood in Europe (European Union, EFTA/EEA and candidate countries); EFTA/EEA and candidate countries);

-move anywhere in Europe.-move anywhere in Europe.

Set of Europass Set of Europass documentsdocuments

two documents (Europass two documents (Europass curriculum vitae (CV) and Europass curriculum vitae (CV) and Europass Language Passport) you can fill in Language Passport) you can fill in yourselfyourself

three other documents (Europass three other documents (Europass Certificate Supplement, Europass Certificate Supplement, Europass Diploma Supplement and Europass Diploma Supplement and Europass Mobility) filled in and issued by Mobility) filled in and issued by competent organisationscompetent organisations

Reference to NARIC-1Reference to NARIC-1 The NARIC is a network of National Academic Recognition Centres The NARIC is a network of National Academic Recognition Centres

created in 1984 to help in regulating title recognition and facilitating the created in 1984 to help in regulating title recognition and facilitating the integration of national educational systems. It aims at improving integration of national educational systems. It aims at improving academic recognition of diplomas and periods of studyacademic recognition of diplomas and periods of study in the in the Member States of the EU, the EEA countries and the associated countries Member States of the EU, the EEA countries and the associated countries in Central and Eastern Europe, Cyprus and Malta. All of them have in Central and Eastern Europe, Cyprus and Malta. All of them have designated national centres which provide authoritative advice and designated national centres which provide authoritative advice and information concerning the academic recognition of diplomas and periods information concerning the academic recognition of diplomas and periods of study undertaken in other States. The main users of this service are of study undertaken in other States. The main users of this service are higher education institutions, students and their advisers, parents, higher education institutions, students and their advisers, parents, teachers and prospective employers.teachers and prospective employers.

The NARICs were designated by the Ministries of Education in the The NARICs were designated by the Ministries of Education in the respective countries, therefore the status and the scope of work of respective countries, therefore the status and the scope of work of individual NARICs may differ. In the majority of States institutions of individual NARICs may differ. In the majority of States institutions of higher education are autonomous, taking their own decisions on the higher education are autonomous, taking their own decisions on the admission of foreign students and the exemption of parts of courses of admission of foreign students and the exemption of parts of courses of study programmes that students may be granted on the basis of education study programmes that students may be granted on the basis of education undertaken abroad. As a result, most NARICs do not take decision, but undertaken abroad. As a result, most NARICs do not take decision, but offer on request information and advice on foreign education systems and offer on request information and advice on foreign education systems and qualifications.qualifications.

Reference to NARIC-2Reference to NARIC-2 Individual NARICs provide information about the procedures for Individual NARICs provide information about the procedures for

recognition in the respective States and refer to the authorities to which recognition in the respective States and refer to the authorities to which citizens have to apply for recognition in case the NARICs are not the citizens have to apply for recognition in case the NARICs are not the decision-making body. They can also provide information about foreign decision-making body. They can also provide information about foreign education systems and the recognition of foreign diplomas. The education systems and the recognition of foreign diplomas. The Commission promotes close co-operation between the NARICs through:Commission promotes close co-operation between the NARICs through:

the organisation of regular (currently bi-annual) meetings of the heads of the organisation of regular (currently bi-annual) meetings of the heads of the centres; the centres;

the setting up of working groups on issues of common interest; the setting up of working groups on issues of common interest; the award of special financial assistance within the Commission's study the award of special financial assistance within the Commission's study

visits, to enable officials from the centres to visit their counterparts in visits, to enable officials from the centres to visit their counterparts in other eligible countries in order to better understand national systems other eligible countries in order to better understand national systems and procedures for academic recognition; and procedures for academic recognition;

the award of financial assistance for projects aiming to promote the award of financial assistance for projects aiming to promote recognition in their national setting and support transnational co-recognition in their national setting and support transnational co-operation in recognition (workshops, training seminars, transnational operation in recognition (workshops, training seminars, transnational study projects, electronic communication, publications, etc.). study projects, electronic communication, publications, etc.).

Web Page: Web Page: http://europa.eu.int/comm/education/programmes/socrates/agenar_en.hthttp://europa.eu.int/comm/education/programmes/socrates/agenar_en.htmlml

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